Symphony D. Oxendine

Symphony Oxendine, Ph.D., is Cherokee/Choctaw from Tulsa, Oklahoma. Dr. Oxendine is an Associate Professor in Higher Education and Assistant Department Chair/Doctoral Coordinator for the Department of Educational Leadership at the University of North Carolina Wilmington. She spent six years as a student affairs practitioner before pursuing her doctorate and becoming faculty in a student affairs/higher education graduate preparation program. As an Indigenous quantitative scholar, Dr. Oxendine’s research is centered on the social and institutional issues that affect the educational performance and institutional support of related to Indigenous People in higher education, appreciative inquiry in higher education, and pathways into the student affairs profession.

Education

Ph.D. in Educational Studies concentration in Higher Education and Doctoral Minor in Educational Research, Measurement and Evaluation, University of North Carolina at Greensboro.
M.Ed. in Higher Education Administration, University of North Carolina at Greensboro.
B.A. in Applied Sociology, Oklahoma State University.

Specialization in Teaching

As an Indigenous scholar-teacher-leader, my teaching philosophy is shaped by community, collaboration, relationality, responsibility, and reciprocity. These values are the foundation of how I authentically engage with students, allowing me to create a learning environment where everyone is valued for their unique contributions. I am committed to teaching because it provides me the opportunity to equip future higher education professionals with the skills and knowledge to foster inclusive and developmentally appropriate environments for diverse student populations. The most rewarding moments in my career are when I can create “magic” in the classroom—when students and I learn together, bringing our authentic selves into discussions that deepen our understanding and inspire positive change.

Over time, I have embraced my authentic self as an educator, confidently integrating my research and experiences into the classroom. I focus on fostering engagement as a learning community by facilitating discussions on the importance of relationality and co-creating knowledge from the very first class. Additionally, I prioritize developing inquiry-as-practice skills, especially in master’s and doctoral students, to enhance their scholarly and professional growth. Supporting students in developing their professional identity is central to my teaching. Through both formal and informal interactions, I guide them in aligning their work with collective professional values, while also helping them harness their strengths to advance their career goals. This approach to teaching reflects reciprocity in action by contributing to the development of current and future leaders in higher education.

Research Interests

My research focuses on the social and institutional issues that affect the educational performance and institutional support of Indigenous People in higher education, Historically Native American Fraternities and Sororities, appreciative inquiry in higher education, student involvement and its impact on retention, leadership development, and the policy and political processes within post-secondary education institutions. By concentrating on these research areas, I aim to shape the direction and development of higher education professionals, helping them understand various institutional, psychosocial, and political processes as a means to support the development of underrepresented students.

Professional Service

I am honored to serve as the Special Advisor to the Executive Director for Native, Aboriginal, and Indigenous issues for ACPA–College Student Educators International, as well as the Vice-Chair for the National Institution for Native Leadership in Higher Education (NINLHE).

Community Engagement

I am a certified Appreciative Inquiry Facilitator and have consulted and facilitated with various organizations, including educational institutions, student organizations, and fraternities and sororities. I am also a proud member of Alpha Pi Omega Sorority, Inc., where I have served for 19 years as a Grand Keeper of the Circle in various roles, including Grand President, and I currently hold the position of Grand Treasurer. I also serve on the Board of Directors for Women Honoring Other Women, a non-profit organization that empowers women by embracing opportunities, seeking solutions, and creating change through strengths-based approaches for leadership development, fostering both their own learning and the learning of others.

Honors & Awards

International Honors & Awards
Diamond Honoree, ACPA Foundation, 2021
Danielle Terrance Courage Award, ACPA–College Student Educators International Native, Aboriginal, and Indigenous Coalition, 2021
Emerging Scholar, ACPA–College Student Educators International, 2020
Annuit Coeptis Emerging Professional Award, ACPA–College Student Educators International, 2019
Presidential Citation, ACPA–College Student Educators International, 2018
Coalition Advocate Award, ACPA–College Student Educators International, 2018
Outstanding Contribution to the Coalition for Multicultural Affairs, ACPA–College Student Educators International, 2018
Outstanding Doctoral Student, ACPA–College Student Educators International, Standing Committee for Graduate Students & New Professionals, 2013

State Honors & Awards
Distinguished Scholar Award, North Carolina College Personnel Association, 2016
Honoree, “Symphony Oxendine Multicultural Greek Council Chapter Excellence Award” named in honor of my work and legacy at Oklahoma State University in Fraternity and Sorority Life
Inductee, Oklahoma State University Fraternity and Sorority Hall of Fame, March 2014
Inaugural Cohort Member, North Carolina Native American Leadership Institute, 2013-2014